Professors’ and Instructors’ Lived Experiences of the Implemented Curriculum for Novice Mathematics Teachers (Case Study: Article 28 Recruits)
Keywords:
Lived experiences, Implemented curriculum, Novice mathematics teacher educators, Phenomenological studyAbstract
This study aimed to explore and interpret the lived experiences of professors and instructors regarding the quality, requirements, barriers, and facilitating factors of implementing the curriculum for novice mathematics teachers recruited under Article 28. A qualitative research design using Braun and Clarke’s reflective thematic analysis was employed. Data were collected through semi-structured interviews with 18 experienced professors and instructors involved in Article 28 training programs. The interviews were analyzed following the six-step thematic analysis procedure, and credibility was ensured through member checking and external auditing. Data analysis resulted in 784 initial codes, three main themes, and 25 sub-themes. The findings indicated that effective curriculum implementation requires flexibility, skill-oriented and practice-based training, attention to professional competencies, updated content, and integration of educational technologies. Major barriers included insufficient time allocation, weak planning and organization, institutional misalignment, traditional teaching methods, and limited alignment between curriculum content and real classroom needs. Educational, motivational, and economic factors emerged as key facilitators of successful implementation. Revising the Article 28 curriculum with a strong emphasis on practical skills, instructor empowerment, improved implementation conditions, and inter-institutional coordination can substantially enhance the professional quality and teaching effectiveness of novice mathematics teachers.
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